A VERY abridged synopsis:Teacher sketches a pinhole camera on board, complete with inverted image on the back wall. Then, teacher illustrates how a 35mm film camera is just a pinhole camera with gears. Review idea of "camera obscura" in art and the development of photography from 1826 to the present.

Then, illustrate how a movie camera works, taking 24 photos per second. Calculate the number of frames in a full-length movie. Discuss terms "OVERCRANKING" and "UNDERCRANKING" as production terms for distortions of time.

Briefly explain the amazing chemistry involved in film, developing film, and printing. Then draw an eyeball over the entire illustration to show that the camera is modeled after the human eye.

PART II

Students brainstorm a huge list of film terms. Then, teacher draws a 3-column grid on the board with columns labeled LITERARY (what film share with books & literature), DRAMATIC (what film shares with live theater), and CINEMATIC (those things that are exclusive to film). Give students time to put each of their brainstormed concepts into the appropriate columns.

HWCheck out www.metacritic.com and download & print a full-length review. Read it over, then mark the review (with a highliter, perhaps), labeling where the author addresses LITERARY, DRAMATIC, and CINEMATIC elements of the film reviewed. LDC is a framework through which we can discu